construction, property and surveying - the quality ... promote equality and diversity in higher...

Construction, property and surveying

2008

© The Quality Assurance Agency for Higher Education 2008

ISBN 978 1 84482 811 1

All QAA's publications are available on our website www.qaa.ac.uk

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Contents

Preface ii

Foreword iv

Introduction 1

Defining principles 2

Nature and extent of construction, property and surveying 3

Subject knowledge and understanding 4

Subject-specific skills and generic skills 5

Teaching, learning and assessment 7

Benchmark standards 8

Relationship of professional bodies and Sector Skills Councils to degreeprogrammes in construction, property and surveying 11

Appendix A: References to professional bodies' statements of core skills and competences 13

Appendix B: Membership of the review group for the subject benchmark statement for construction, property and surveying 14

Appendix C: Membership of the original benchmarking group for building and surveying 15

ii

PrefaceSubject benchmark statements provide a means for the academic community to describethe nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualificationsat a given level in terms of the attributes and capabilities that those possessingqualifications should have demonstrated.

This subject benchmark statement, together with others published concurrently, refers tothe bachelor's degree with honours1. In addition, some subject benchmark statementsprovide guidance on integrated master's awards.

Subject benchmark statements are used for a variety of purposes. Primarily, they are animportant external source of reference for higher education institutions (HEIs) when newprogrammes are being designed and developed in a subject area. They provide generalguidance for articulating the learning outcomes associated with the programme but arenot a specification of a detailed curriculum in the subject.

Subject benchmark statements also provide support to HEIs in pursuit of internal qualityassurance. They enable the learning outcomes specified for a particular programme to bereviewed and evaluated against agreed general expectations about standards. Subject benchmark statements allow for flexibility and innovation in programme designand can stimulate academic discussion and debate upon the content of new and existingprogrammes within an agreed overall framework. Their use in supporting programmedesign, delivery and review within HEIs is supportive of moves towards an emphasis oninstitutional responsibility for standards and quality.

Subject benchmark statements may also be of interest to prospective students andemployers, seeking information about the nature and standards of awards in a givensubject or subject area.

The relationship between the standards set out in this document and those produced byprofessional, statutory or regulatory bodies for individual disciplines will be a matter forindividual HEIs to consider in detail.

This subject benchmark statement represents a revised version of the original publishedin 2002. The review process was overseen by the Quality Assurance Agency for HigherEducation (QAA) as part of a periodic review of all subject benchmark statementspublished in this year. The review and subsequent revision of the subject benchmarkstatement was undertaken by a group of subject specialists drawn from, and acting onbehalf of, the subject community. The revised subject benchmark statement wentthrough a full consultation with the wider academic community and stakeholder groups.

QAA publishes and distributes this subject benchmark statement and other subjectbenchmark statements developed by similar subject-specific groups.

1 This is equivalent to the honours degree in the Scottish Credit and Qualifications Framework (level 10)

and in the Credit and Qualifications Framework for Wales (level 6).

iii

The Disability Equality Duty (DED) came into force on 4 December 20062. The DEDrequires public authorities, including HEIs, to act proactively on disability equality issues.The Duty complements the individual rights focus of the Disability Discrimination Act andis aimed at improving public services and outcomes for disabled people as a whole.Responsibility for making sure that such duty is met lies with HEIs.

The Equality and Human Rights Commission3 has published guidance4 to help HEIsprepare for the implementation of the Duty and provided illustrative examples on howto take the Duty forward. HEIs are encouraged to read this guidance when consideringtheir approach to engaging with components of the Academic Infrastructure5, of whichsubject benchmark statements are a part.

Additional information that may assist HEIs when engaging with subject benchmarkstatements can be found in the Code of Practice (revised) for providers of post-16 educationand related services6, and also through the Equality Challenge Unit7 which is establishedto promote equality and diversity in higher education.

2 In England, Scotland and Wales.

3 On 1 October 2007, the Equal Opportunities Commission, the Commission for Racial Equality and the

Disability Rights Commission merged into the new Equality and Human Rights Commission.

4 Copies of the guidance Further and higher education institutions and the Disability Equality Duty, Guidance for

Principals, Vice-Chancellors, governing boards and senior managers working in further and higher education

institutions in England, Scotland and Wales, may be obtained from www.equalityhumanrights.com/en/

forbusinessesandorganisation/publicauthorities/disabilityequalityd/pages/disabilitye.aspx

5 An explanation of the Academic Infrastructure, and the roles of subject benchmark statements within it,

is available at www.qaa.ac.uk/academicinfrastructure

6 Copies of the Code of Practice (revised) for providers of post-16 education and related services, published by

the Disability Rights Commission, may be obtained from www.equalityhumanrights.com/en/publications

andresources/Disability/Pages/Education.aspx

7 Equality Challenge Unit, www.ecu.ac.uk

iv

FForewordThis statement is a revision of the subject benchmark statement for building andsurveying that was published in 2002. As part of the process of revising all of the subjectbenchmark statements originally published in 2002, requests for comment were sent byQAA to the principal professional bodies and the Centre for Education in the BuiltEnvironment (CEBE), the Higher Education Academy Subject Centre. Different viewsabout the extent of desirable revision were received, and a group was convened,including representatives from relevant university departments and professional bodies(see Appendix B for membership of the review group).

A decision was made to revise the title of the benchmark statement. 'Construction,property and surveying' was seen as more representative of the programmes that arecovered by the statement.

The review group made a number of changes to the content of the statement. Thediversity of programmes within the subject area is acknowledged explicitly by identifyingthe broad areas of specialism that different programmes may cover. In addition, thesection that identifies subject-specific skills is wider than in the previous edition, with theproviso that not all programmes are expected to provide every skill. This has also meantthat the specification of threshold standards has been expanded, with the same caveatthat programmes can be expected to produce graduates with knowledge and skills thatvary according to specialism.

The references to the place of business knowledge and skills in relevant programmes arestrengthened, particularly in the sections that address the nature and extent of thesubject and expected subject knowledge.

In identifying the relevant subject-specific skills, reference was made to nationaloccupational standards that have been developed by the Construction Industry Council,as well as to the accreditation policies produced by professional bodies such as theChartered Institute of Building (CIOB) and the Royal Institution of Chartered Surveyors(RICS). For those wishing to investigate the requirements for professional accreditationfurther, there are references to relevant documents at the end of this benchmarkstatement (see Appendix A for details).

However, the professional bodies' requirements do not dictate the content of degreeprogrammes. This is the product of decisions on course design taken within HEIs. In order to reinforce this point, a section has been added to the revised benchmarkstatement explaining the relationship between professional bodies and academicdepartments within the subject area.

Between 2002 and 2007, degree programmes in construction, property and surveyingsaw an expansion in applications and numbers of places that was faster than the averagegrowth of the sector. The review group was conscious of this growth and of the diversitywithin the subject area in recommending amendments to the statement in order tomake it as informative as possible and representative of the way in which degreeprogrammes are designed.

February 2008

1 Introduction1.1 The purpose of this statement is to identify and produce a generic benchmarkstatement to represent standards for the award of single honours degrees inconstruction, property and surveying. This subject benchmark statement is not meant to be prescriptive; instead it should be used for the guidance and creation of a commonunderstanding of standards and programme objectives.

1.2 The subject area of construction, property and surveying brings together a rangeof distinct academic communities engaged in developing bodies of knowledge throughscholarship, research and professional practice. These communities draw on a diverserange of specialisms and practices that are required of those involved in construction,property and surveying, hence graduates have the potential to pursue a wide range ofcareers. The subject area is multidisciplinary and has an applied and interdisciplinaryfocus. It is recognised that the practice of construction, property and surveying isincreasingly concerned with the finance and management of resources as well as with current technology.

1.3 Construction, property and surveying is a part of the larger academic domaincomprising the built and natural environments, both of which involve humaninteraction. It shares much of its knowledge base with other disciplines within thebroader domain. Readers should cross-reference with other subject benchmarkstatements such as architecture; architectural technology; landscape architecture; general business and management; finance; accounting; agriculture, forestry, agriculturalsciences, food sciences and consumer sciences; earth sciences, environmental sciencesand environmental studies; engineering; and town and country planning. Construction,property and surveying is also influenced by the increasing interest of all the builtenvironment professions in promoting shared learning. All programmes therefore drawupon knowledge, concepts and paradigms from a wide range of academic sources.While the discipline recognises the importance of its vocational nature, the emphasisshould be on providing an education rather than training, which is best left to theprofessions and industry to facilitate.

1.4 This statement is intended to be useful to those in HEIs who are involved inprogramme validation and design, thereby benefiting future prospective students andtheir sponsors. It is probably impossible to provide a document that will satisfy the needsand requirements of all stakeholders, but it should be a valuable benchmark to generatefurther progress towards improving quality and maintaining standards.

1.5 The following sections commence with the defining principles on which thesubject benchmark statement for construction, property and surveying is based. The next section outlines the subject knowledge, understanding and skills required ofthose graduates engaged in construction, property and surveying. The statement thengoes on to address issues relating to teaching, learning and assessment. The last sectionprovides an articulation of the benchmark standards and levels of achievement requiredby single honours graduates in construction, property and surveying, which should beread in conjunction with the statement as a whole.

2 Defining principles 2.1 Construction, property and surveying is concerned with the development and management of land, buildings and other assets. This covers a broad range oftopics, including:

measurement (including measures of area, volume, cost, value, worth, naturalresource, energy etc)

project and cost management

management of the construction process

physical asset management and maintenance

development (including financing, land assembly, marketing and letting)

agency (including lettings, sales and acquisitions)

strategic management and value creation (including estate management andcorporate real estate management)

investment strategies (including portfolio management, securitisation and unitisation).

2.2 Concerns include the ongoing processes of evaluation, development,redevelopment, maintenance and management, and the solution of related multifacetedproblems.

2.3 Construction, property and surveying seeks to understand the impact of changingsocial, economic (including financial), legal, cultural, environmental, technological,business and political frameworks on the built and natural environment. Thisunderstanding supports the ability of practitioners to make an effective contributionwithin the local, national, European and global context, embracing social, economic and environmental sustainability.

2.4 The subject area reflects cultural and social values and the needs of business.These have a powerful effect upon the lives of individuals and society as a whole. The processes involved in the production, occupancy and management of the built and natural environments are generally labour-intensive and complex in human terms. Hence the study of construction, property and surveying should develop an awareness of health, safety and welfare issues and also ethical responsibilities that enable thediverse needs and requirements of all stakeholders to be recognised. The sustainability of proposed solutions to problems is a fundamental concern.

3 Nature and extent of construction, property and surveying 3.1 Construction, property and surveying is concerned with the provision and analysisof information for a variety of decision-making and resource allocation purposes relatingto our urban, rural and marine resources, and improvements thereto, including buildingsand infrastructure.

3.2 Programmes in construction, property and surveying are multidisciplinary, with a substantive area of specialist or technical knowledge associated with the awardtitle and its specified learning outcomes, which may include a broad preparation forinitial employment.

3.3 Construction, property and surveying programmes require students to study arange of subjects and be able to integrate the knowledge acquired to the identificationand solution of relevant problems. Students will understand how the implementation ofsolutions relates to investment in, and the ownership, use, development, management,maintenance and improvement of land, buildings and facilities (or estates/portfolios of land and buildings) in the context of identifiable physical, urban, rural or maritime parameters.

3.4 Programmes tend to be identified with an area of specialism, theme or area of the built environment. They will often concentrate on one specialism while drawing onothers. Common specialisms are described below.

Building surveying: the maintenance, adaptation and repair of buildings.

Construction: management of the production and assembly of buildings andother infrastructure.

Corporate real estate: business property management and the incorporation of property strategy within corporate strategy.

Engineering services: design and coordination of mechanical and electronicbuilding services, including the management of energy and carbon emissions.

Facilities management: space planning, space utilisation and cost benchmarking.

Geomatics: acquisition, modelling and analysis of spatially referenced data.

Property development: site analysis, planning, management and development.

Property investment: assembly, management and appraisal of propertyportfolios with structured financing of developments.

Property management: management and finance of leases, tenancies and theoccupation of property.

Quantity surveying: cost and value management of construction.

Rural practice: management and surveying of land and other assets in a rural context.

3.5 The range of specialisms means that the designs of degree programmes willlegitimately vary. Subjects covered may include, as appropriate:

measurement and evaluation both quantitatively and qualitatively: of land; landand marine resources; and built assets

law relating to the tenure, sale, use and development of land, which couldinclude building control; statutory planning; health and safety; projectprocurement; dispute resolution; employment legislation; equal opportunities;and a range of other subject-specific statutes

economic theory and applied economics, including resource allocation models;valuation methods; financial management; planning; construction industryeconomics; and business management

design, construction, performance and recycling of buildings, including aspects of civil engineering and building services

mineral, maritime and rural resource management

management of projects from conception to realisation and their operational use;human and financial resources; and organisational processes.

3.6 The curricula should be underpinned by acceptable levels of numeracy andliteracy; business awareness; and information and communication technologies (ICT)competence. Students will be made aware of underlying principles in the social andnatural sciences where these affect the subject matter of their programmes of study. The curriculum may be developed within a broad programme specification such asbuilding construction, or within a defined area such as leisure, residential andcommercial property or real-estate finance.

3.7 Students will acquire knowledge and understanding of the context, coreconcepts and theories relevant to their chosen discipline within the broad area ofconstruction, property and surveying. They should also acquire the subject-specific skillsthat enable them to work effectively within the area covered by their specialism. This willbe supported by the development of generic or cognitive skills, not purely specific to thesubject, which they will be able to apply both within the academic context in whichthey will be studying, and also to the wider world of work upon graduation.

4 Subject knowledge and understanding 4.1 Graduates in construction, property and surveying should, depending on theirarea of specialism, have acquired knowledge and understanding across several of the following:

the key concepts, theories and principles used in construction, property andsurveying relevant to their specialism. These may include measurement; physicaland financial appraisal of buildings; legal principles; economic theory and appliedeconomics; design, construction, performance of buildings; resourcemanagement; investment analysis; corporate real estate management; and the application of business management theories

the appropriate stakeholders involved in construction, property and surveying,and their relevant power and interest

the context in which building, construction management and real estateprocesses operate, including the legal; business; social; economic; health andsafety; cultural; technological; physical; environmental; and global influences onits specialism

the linkages and interdisciplinary relationships between the functions of thediscipline and the relationships between the discipline and related disciplinesoperating in the built and natural environments

one or more areas of specialist knowledge, possibly related to the specialism ofthe programme, for example construction engineering; human-buildinginteraction; land surveying; mapping; resource management and allocation;corporate real estate; sustainability; and valuation

the professions and industries allied to construction, property and surveying, theiroperation and the linkages between them

the appropriate generic and bespoke software that supports construction,property and surveying functions (for example development appraisal software)

the regulatory systems within which construction, property and surveyingoperate, for example, the planning and building control systems and theirimplications for development

contemporary issues facing the profession and driving change within it, forexample, the sustainability/environmental agenda and the shift from transactionalto consultancy-based businesses

professional ethics, their impact on the operation of the professions and theirinfluence on the society; conflict avoidance/dispute resolution; communities andthe stakeholders with whom they have contact.

5 Subject-specific skills and generic skills 5.1 Programmes in construction, property and surveying should encourage studentsto develop personal and professional skills that broaden access to employment, but atthe same time provide a broad-based education. Graduates should be able to make apositive contribution to their place of work and to the wider community using the skillsthat they acquire. Given the range of discipline specialisms within construction, propertyand surveying, it is not intended that the skills listed below are either prescriptive orexhaustive in setting out what a graduate should be able to demonstrate. It isanticipated that graduates from programmes will continue to develop and refine theirskills throughout their professional lives using both formal and informal methods thatlead to a reflective approach to their lifetime learning and development.

5.2 As well as being able to demonstrate a range of capabilities specific to thesubject, graduates should also be able to demonstrate relevant personal andinterpersonal skills that have value in many different areas of employment. Subject-specific and generic skills that students may acquire, depending on theirspecialism, include:

the capacity for the critical evaluation of arguments and evidence and theapplication of it to building, construction management and real estate contexts

the ability to locate, extract and analyse data from multiple sources, includingdrawn information

the ability to devise solutions to routine and unfamiliar problems, includingcollecting, analysing and interpreting data

the ability to use effectively appropriate quantitative and other equipment, and use generic and bespoke ICT software

the ability to present quantitative and qualitative information, together withanalysis, argument and commentary, in a form appropriate to the intendedaudience, including appropriate acknowledgement and referencing of sources

skills in the use of ICT such that they can acquire, design, use and modify existingcommunication technologies

the ability to gather and summarise legal and other documents, citing evidenceand make judgements, weighing up positives and negatives and evaluatingcompeting explanations to draw appropriate conclusions

the ability to produce professional reports in accordance with publishedconventions and/or client expectations, including executive summaries

skills in the use of statistical concepts at an appropriate level, such that they caninterpret, analyse and manipulate data

wider research skills to aid in the development of a cumulative element of original work

the ability to work effectively with others within the context of a multidisciplinaryteam respecting the respective inputs from fellow professionals, client(s), andother stakeholders and reflecting on one's own performance and role within the team

the capacity to lead projects in a responsive and inclusive manner

the capacity for independent and self-managed learning such that they cananalyse their own personal strengths and weaknesses and formulate strategies for improvement

skills that promote safe working environments and safe buildings for habitationand use

the ability to question standard practice, and to apply professional judgement inmaking recommendations and solving problems for future best practice

the ability to demonstrate understanding of the significance of professional ethicsand accountability.

6 Teaching, learning and assessment 6.1 The variety of construction, property and surveying programmes offered byinstitutions has led to a rich variety of teaching, learning and assessment methods beingemployed. As a discipline that bridges theoretical, practical and professional activities,pedagogy should embrace practical application of theory and the embedding ofemployability skills. Approaches such as case-studies, practical development projectsusing real sites, simulations of property portfolio management and interdisciplinaryprojects are encouraged because of their particular relevance to the subject area. This does not rule out the use of other forms of learning and assessment where they areappropriate to curricula content. It is the responsibility of each institution to ensure thatteaching, learning and assessment are appropriate to meeting the aims and identifiedlearning outcomes of each of their programmes. The HEI should be able to demonstratehow its strategy and practices enable students to achieve the subject-specific knowledgeand skills.

6.2 There is not a single set of teaching and learning activities uniquely suitable to thestudy of construction, property and surveying. The design of such activities must be inthe context of each honours degree programme and take into account:

the nature of the study of construction, property and surveying and the need toachieve an appropriate balance between conceptual theory and practice aspectsof the subject

the extent to which the honours degree programme reflects current research andacademic debate

the extent to which the honours degree programme reflects best practice

the recognition of changing educational practices and objectives of programmes

the nature of the student population studying on the programme

the contribution made from workplace learning

the mode of delivery (for example full-time, sandwich, part-time, distancelearning or blended learning).

6.3 The forms of assessment used should be fit for purpose in the evaluation ofhonours degree programmes in construction, property and surveying. There will be asuitable mix of assessment activities that allow and require students to demonstrate notonly their achievements in the conceptual and applied aspects of their study, but alsothe development of their cognitive abilities and generic skills. The design of assessmentshould take into account:

both formative and summative aspects, particularly where assessment can informlearning and teaching and, as a result, support the development of graduates inthe subject

the balance between formal assessment activities and other forms of non-assessedexperiences, which together contribute to the student's development

indicators of individual performance

the capability to test the wide range of student abilities, knowledge, skills and understanding

how feedback and assessment is used to generate a reflective experience for boththe students and programme providers

forms of assessment required by the professional bodies

forms of assessment that encourage a student's onward progression towards theassessment of professional competence

forms of evidential assessment required by industry qualifying systems, includingNational Vocational Qualifications (NVQs)/Scottish Vocational Qualifications(SVQs) and the Construction Skills Certification Scheme.

7 Benchmark standards7.1 Two levels of achievement are specified, namely threshold and typical. The threshold standard describes the minimum level of attainment for the award of a single honours degree; the typical standard describes that achieved by the majority of graduates. In accordance with assessment criteria, as defined within programmedocumentation and with due cognisance of institutional academic regulations, those students who exceed the typical level will be judged for excellence.

7.2 The benchmark standards express performance that must be achieved oncompletion of the single honours degree programme. The specified statements shouldnot be used in a prescriptive manner, instead they should be treated as a frameworkwithin which innovation and the incorporation of unique combinations of specialismsappropriate to the subject can be developed. Account must also be taken of academicrules and regulations applied by individual universities.

7.3 A common set of benchmark standards has been identified for each level withregard to subject knowledge and understanding; subject-specific skills; and generic skills.These should be cross-referenced to the definitions of subject knowledge andunderstanding; subject-specific skills; and generic skills previously described.

7.4 The following section should be read in conjunction with paragraphs 3.7 and 4.1.

Subject knowledge and understanding

Threshold standard

7.5 On graduating with a single honours degree within the subject of construction,property and surveying, students should be able to:

recognise the nature of the relevant specific discipline and its relationships withinthe context of the subject

describe and apply a range of relevant key concepts, theories and principles

identify and recognise relevant issues and why they are important

recognise and apply all relevant aspects of management and other specialismswithin the context of regulatory requirements, the needs of society and ethical correctness

select and apply ICT applications appropriate to the discipline

present original ideas and reflections via a range of methods to conveyappropriate standards of literacy and the use of numeric data

identify and explain the nature of the various working interactions andrelationships in a professional context.

Typical standard

7.6 On graduating with a single honours degree within the subject of construction,property and surveying, students should be able to:

recognise and anticipate the need for change in the relevant discipline andperceive future trends leading to the formation of informed questions

describe and examine a range of key concepts and theoretical approaches andevaluate their effective application

analyse the relative importance of relevant issues and their future application

evaluate and make judgements about all relevant aspects of management andother specialisms within the context of regulatory requirements, the needs ofsociety and ethical correctness

select and evaluate ICT applications appropriate to the discipline and evaluateand present original strategies to carry out a particular task

analyse working relationships and interactions and evaluate their own strengthsand weaknesses in a professional context.


Subject-specific skills

Threshold standard

7.8 On graduating with a single honours degree within the subject of construction,property and surveying, students will, depending on their specialism, be able to performseveral of the following:

survey, map and test specified characteristics of the natural and built environment

understand strategies and the requirements of environmental sustainability

understand organisational strategies and processes in a relevant industry

identify project requirements and the processes for project development

investigate factors affecting potential developments

understand the financial and cost factors affecting development projects

develop project designs and documentation

understand procurement and contract processes

understand construction and installation operations

understand the processes for the control of work within projects

identify the reasons for disputes

produce basic valuations of built assets

contribute to the processing of property transactions and agreements

plan and control the use and maintenance of property, systems and services

investigate questions and problems of a routine nature and devise solutions

participate in teams in the context of effective professional practice.

Typical standard

7.9 On graduating with a single honours degree within the subject of construction,property and surveying, students will, depending on their specialism, be able to performseveral of the following:

identify, survey, map and test relevant characteristics of the natural and builtenvironment

analyse strategies and assess environmental sustainability

contribute to the development of organisational strategies and processes in arelevant industry

identify and agree project requirements and coordinate the project developmentprocess

investigate and assess factors affecting potential developments

assess the financial and cost factors affecting development projects

develop, prepare and agree project designs and documentation

implement procurement and contract processes

plan construction and installation operations

control work and manage project completion

determine the resolution of disputes

value and assess built assets on the basis of a variety of relevant factors

manage the process of property transactions and agreements

plan, control and manage the use and maintenance of property, systems andservices

investigate questions and problems of a non-routine and unfamiliar nature anddevise solutions

manage teams and develop good working relationships and professional practice.


Generic skills

Threshold standard

7.11 On graduating with a single honours degree within the subject of construction,property and surveying, students will be able to:

use methods for acquiring knowledge and apply appropriate research strategiesand methods

gather and summarise information, cite evidence and make judgements aboutmerits, contrast points of view and develop ensuing discussion, makingjudgements of a routine nature

understand interpersonal relationships and understand and apply leadership,teamwork and self-development

demonstrate a basic understanding of the workings of business and other types of organisation

summarise and use a range of appropriate means of communication, includinginformation technology for a particular topic or audience

make judgements of a routine nature.

Typical standard

7.12 On graduating with a single honours degree within the subject of construction,property and surveying, students will be able to:

evaluate the appropriateness of various methods of knowledge acquisition andselect appropriate research methods

evaluate a range of sources, including current research, draw on evidence toreflect and evaluate competing explanations to draw appropriate conclusions

select and evaluate strategies to encourage and improve leadership, interpersonalrelations, group dynamics and self-development

demonstrate an understanding of the short and long-term needs of businessesand other types of organisation

select and use effectively a range of appropriate means of communicationincluding information technology

make judgements of a non-routine nature in unfamiliar situations.

8 Relationship of professional bodies and Sector SkillsCouncils to degree programmes in construction, propertyand surveying8.1 Most degree programmes in construction, property and surveying are accreditedby one or more professional bodies, which oversee the relevant specialism and maintainsets of recognised competences against which the fitness of graduates to practise can beassessed. A bibliography at the end of this statement identifies some of the mostcommonly used sets of professional standards as a guide.

8.2 The status of the professions associated with building and surveying depends notonly on high-quality education but also on high standards of professional conduct.Membership of a professional body places on the individual responsibility for delivery of building and surveying services within an ethical context. By following the code ofconduct of a professional body, members can resolve or avoid any conflicts that mayarise between the professional, the client and society at large.

8.3 The professional bodies have a vital role in the maintenance of standardsthroughout the education, training and professional career of their members. They want to ensure that the courses offered by higher education are relevant toprofessional practice and produce high-calibre graduates.

8.4 Professional bodies accredit or approve higher education courses through aprocess of auditing and monitoring. This relies on experienced members (academics and practitioners) assessing each course, to ensure that the curricular and assessmentmethods are appropriate, that standards of attainment are at an acceptable quality toenter the selected profession and that there are adequate resources to deliver it to a highstandard. Some professional bodies, including RICS and CIOB, have moved to apartnership system of accreditation. This involves the selection of partner universities that meet high standards in, for example, teaching, learning outcomes, entry standards,research and knowledge transfer. Additionally, instead of central audit by the professionalbody, the key premise of accreditation relies on the university and professional bodyworking together to achieve acceptable standards.

8.5 There are normally two components to attaining professional membership; anaccredited degree and completion of a period of supervised training with a finalassessment in defined areas of competence. This enables the professional body to ensurethat its new entrants are competent to practise and will do so within the requirements of its ethical code.

8.6 In addition, and in conjunction with sector higher education stakeholders andprofessional bodies, the Construction Industry Council has developed GraduateCommon Learning Outcomes. These provide a generic benchmark for construction andbuilt environment graduates. The criteria within the Common Learning Outcomes setout the personal skills and levels of technical and professional awareness that newgraduates should have achieved if they are to embark upon professional careers.

8.7 The Construction Industry Council manages, on behalf of the sector, the higher-level technical, managerial and professional National Occupational Standards and theframework of the higher-level NVQs/SVQs in the Built Environment. There is a fullcoverage of generic Occupational Standards, developed using functional analysis andcovering all identified higher-level functions for technical, managerial and professionaloccupations across the built environment. The adoption of Occupational Standards,especially where they have been integrated into industry qualification systems, enablesindividuals from any background to see how they might build on the work-basedknowledge and experience they have acquired, and identify the directly-derived areas ofknowledge, understanding and experience that they need to meet industry competencerequirements in order to progress. There is a long-term strategy to introduceOccupational Standards into the life of the industry so that value is added by providing a mechanism for forging progression links between academic (further and highereducation), vocational (NVQs/SVQs) and professional qualification (initial professionaldevelopment /continuing professional development) systems.

Appendix A: References to professional bodies'statements of core skills and competencesHigher Education Common Graduate Learning Outcomes, Construction Industry Council, 2005.

Occupational Standards for Professional, Managerial and Technical Occupations in the BuiltEnvironment, Construction Industry Council, 2006.

The CIOB Education Framework 2007, Chartered Institute of Building, 2007.

The CIOB Accreditation Panel Accreditation Process 2007, Chartered Institute of Building, 2007.

Policy and guidance on university partnerships, Royal Institution of Chartered Surveyors, 2005.

APC/ATC requirements and competencies, Royal Institution of Chartered Surveyors, 2006.

Appendix B: Membership of the review group for thesubject benchmark statement for construction, propertyand surveyingProfessor Allan Ashworth (Chair) University of Salford

David Cracknell Construction Industry Council ConstructionSkills

Keith Hutchinson University of Reading

Nick Nunnington Sheffield Hallam University

Dr Andrew Platten Elevate East Lancashire

Vivian Small Royal Institution of Chartered Surveyors

Paul Williamson Chartered Institute of Building

Appendix C: Membership of the original benchmarkinggroup for building and surveyingDetails below appear as published in the original subject benchmark statement forbuilding and surveying (2002).

Professor John Bale Leeds Metropolitan University

Dr Max Graham University of Glamorgan

Professor Cliff Hardcastle Glasgow Caledonian University

Mr Martin Hill De Montfort University

Professor Rodney Howes (Chair) London South Bank University

Mr Peter Lyons The Nottingham Trent University

Professor David Mackimin Sheffield Hallam University

Ms Rita Newton University of Salford

Professor Robert Pollock The Robert Gordon University

Dr Aileen Stockdale University of Aberdeen

Mr Robert Wilkie University of Northumbria at Newcastle

Mr Derek Worthing University of the West of England, Bristol

QA

A 240 03/08

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Tel 01452 557000Fax 01452 557070Email [email protected] www.qaa.ac.uk

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